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This Author published in this journals
All Journal Iqtisad : Journal of Islamic Economic and Civilization Halaqa: Journal of Islamic Education
Nafisa Kabir Galadanci
Yusuf Maitama Sule Federal University of Education Kano, Nigeria
Religion Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Designing an Interdisciplinary TEL Framework Linking Islamic Studies, Social Studies, and English Proficiency for Sustainable Entrepreneurship Gaji Maiwada Abubakar; Zubaida Yahya Ahmad; Adamu Abubakar Muhammad; Abdulkareem Tijjani Ahmad; Nafisa Kabir Galadanci
Iqtisad: Journal of Islamic Economic and Civilization Vol. 2 No. 1 (2026): Iqtisad : Journal of Islamic Economic and Civilization (In Progress)
Publisher : PT. Student Rihlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/ijiec.v2i1.26

Abstract

Entrepreneurship education in underdeveloped countries frequently emphasizes technical skills while undervaluing ethical reasoning, civic awareness, and communication abilities, limiting sustainability and inclusion. Although technology-enhanced learning (TEL) has gained popularity, current research focuses on entrepreneurial skill development in isolation, with little empirical integration of Islamic moral economy, Social Studies pedagogy, and English communication instruction. This study fills that gap by assessing an interdisciplinary TEL framework aimed to promote holistic entrepreneurial competences in Northern Nigeria. The study used a mixed-methods quasi-experimental approach and included 240 students and 24 teachers from secondary and postsecondary institutions. It compared a 12-week TEL intervention group (n=120) to a regular instruction group (n=120). Data were gathered using structured surveys, semi-structured interviews, and classroom observations, then analyzed using t-tests, ANOVA, regression analysis, and thematic coding with triangulation. TEL participants showed statistically significant improvements in self-reported entrepreneurial intention, ethical reasoning, digital literacy, and communication confidence. Qualitative data also indicate increased participation in ethical discussion, collaborative problem-solving, and digital business simulations. While the findings are context-specific and somewhat self-reported, they highlight the ability of interdisciplinary TEL models to improve inclusive and value-driven entrepreneurship education in resource-constrained contexts.
Curriculum Reform and Value-Based Education: A Comparative Study of Social Studies and Islamic Studies Integration in Nigerian Schools Adamu Abu Bakar Muhammad; Maryam Adam; Gaji Maiwada Abubakar; Nafisa Kabir Galadanci; Abdulkareem Ahmad Tijjani
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.50

Abstract

The growing moral, political, and social concerns confronting contemporary Nigerian society have fueled proposals for curriculum reform focused on value-based education. Although Social Studies and Islamic Studies are both intended to enhance ethical consciousness, citizenship, and moral responsibility, they are administered concurrently rather than in a coordinated manner. This study critically investigates the philosophical, pedagogical, and structural aspects of combining Social Studies and Islamic Studies in Nigerian schools to improve coherent value formation. The research uses a qualitative comparative design to analyze national curriculum papers, engage teachers and curriculum planners in semi-structured interviews, and observe classroom practices in chosen secondary schools. The study, based on curricular integration theory and maqāṣid al-sharīʿah-informed ethical frameworks, suggests that integration can increase moral internalization, civic involvement, and social cohesiveness while maintaining disciplinary integrity. The findings show strong overlaps in value targets, fragmented educational delivery, and institutional hurdles that prevent synergy. The study presents an integrative curriculum framework built on common value domains, collaborative pedagogy, and outcome-based evaluation. It concludes that systematic integration is a strategic avenue for developing holistic education and sustained national development in pluralistic societies.
Co-Authors Abdulkareem Ahmad Tijjani Abdulkareem Tijjani Ahmad Adamu Abu Bakar Muhammad Adamu Abubakar Muhammad Gaji Maiwada Abubakar Maryam Adam Zubaida Yahya Ahmad